Advances in Medical Education and Practice (May 2019)

SaudiMEDs and CanMEDs frameworks: similarities and differences

  • Shadid AM,
  • Bin Abdulrahman AK,
  • Bin Dahmash A,
  • Aldayel AY,
  • Alharbi MM,
  • Alghamdi A,
  • Alasmari A,
  • Qabha HM,
  • Almadi M,
  • Almasri M,
  • Aloyouny S,
  • Alotaibi Y,
  • Almotairy Y,
  • Bukhari YR,
  • Bin Abdulrahman KA

Journal volume & issue
Vol. Volume 10
pp. 273 – 278

Abstract

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Asem M Shadid, Amro K Bin Abdulrahman, Abdulmajeed Bin Dahmash, Abdulrahman Yousef Aldayel, Muteb Mousa Alharbi, Abdullah Alghamdi, Abdulaziz Alasmari, Hamad M Qabha, Mansour Almadi, Mohammed Almasri, Saleh Aloyouny, Yasir Alotaibi, Yazeed Almotairy, Yousef R Bukhari, Khalid A Bin AbdulrahmanDepartment of Medical Education, College of Medicine, Imam Mohammad Ibn Saud Islamic University (IMSIU), Riyadh, Saudi ArabiaBackground: The SaudiMEDs framework was founded and adopted by the Saudi Deans’ Committee in 2011 to ensure that Saudi medical graduates learned core competencies. Meanwhile, CanMEDs was established by the Canadian Royal College of Physicians and Surgeons in 1996 and aimed to establish the abilities and skills of all aspects of medical practice, as well as to ensure the acquisition of basic knowledge related to medical education. The main purpose of this study was to explore the similarities and differences between both frameworks.Methods: In March and April 2017, 15 researchers conducted an extensive review of both the SaudiMEDs and CanMEDs frameworks using a semi-quantitative evaluation with color codes to determine the following: the exact similarities in both frameworks, the close similarities, and the unique differences.Results: According to the coloring system, most of the frameworks were similar. For example, Leadership, Communication and Professionalism were almost identical in both frameworks. There was some degree of similarity between both frameworks in “Collaborator”. Furthermore, the SaudiMEDs framework had a unique input which involved the most essential skills that undergraduate medical students must acquire.Conclusion: SaudiMEDs has great potential to improve the quality of Saudi medical graduates in a manner that fits our current and future needs. CanMEDs focuses mainly on outcomes and processes, while SaudiMEDs focuses more on outcomes. SaudiMEDs was not created to provide a copy-and-paste curriculum. The ultimate goal was to create an outcome-based curriculum that ensures the quality of Saudi medical school graduates.Keywords: SaudiMEDs, CanMEDs, framework, competency-based education, Saudi Arabia

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